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439 results

Article

Book Corner: Recommendations for Reading Aloud

Publication: AMI Elementary Alumni Association Newsletter, vol. 23, no. 3

Pages: 5–6

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Language: English

Article

Writing to Reading

Publication: Montessori Matters, no. 1

Pages: 14–15

⛔ No DOI found

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Language: English

Article

Understanding Shape Vital for Maths and Reading

Publication: Montessori NewZ, vol. 23

Pages: 6–7

⛔ No DOI found

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Language: English

Article

Teacher's Notebook: Oral Reading

Publication: Montessori Life, vol. 2, no. 1

Pages: 31

⛔ No DOI found

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Language: English

ISSN: 1054-0040

Book

An Evaluation of Montessori and Other Pre-readiness Approaches to Reading

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Language: English

Published: San Antonio, Texas: [s.n.], 1966

Book Section

Ethnographic Approaches to Reading Research

Book Title: Handbook of Reading Research

Pages: 91-110

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Language: English

Published: White Plains, New York: Longman, Inc., 1984

Book Section

Renewed Interest in Piaget and Montessori: Implications for the Teaching of Beginning Reading

Book Title: Readings Toward a Montessori Language Curriculum

Pages: 89-97

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Language: English

Published: Lexington, Massachusetts: Ginn Custom Pub., 1983

Article

The Montessori Reading Program

Publication: Tomorrow's Child, vol. 16, no. 5

Pages: 5–9

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Language: English

ISSN: 1071-6246

Article

The Montessori Preschool: Preparation for Writing and Reading

Available from: Springer Link

Publication: Annals of Dyslexia, vol. 47

Pages: 241-256

Children with disabilities, Dyslexic children, Inclusive education, Learning disabilities

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Abstract/Notes: Dr. Maria Montessori was a perceptive observer of the learning processes of children, and nowhere is this revealed more clearly than in her approach to language. She viewed reading as the ultimate abstraction of language rather than a specific skill to be taught. Decoding is the skill to be taught. The concept of indirect and direct preparation for learning is of major importance in the rich heritage she gave us. She saw the existence of an epigenesis of intellectual functioning, which implies that the experiential roots of a given schema, or learned behavior, will lie in antecedent activities that may be quite different in structure from the schema to be learned. She used this principle effectively. This article discusses how Montessori's method and materials address the indirect and direct preparation for learning written language.

Language: English

DOI: 10.1007/s11881-997-0028-4

ISSN: 0736-9387, 1934-7243

Article

Does Learning the Alphabet in Kindergarten Give Children a Head Start in the First Year of School? A Comparison of Children’s Reading Progress in Two First Grade Classes in State and Montessori Schools in Switzerland

Available from: Taylor and Francis Online

Publication: Australian Journal of Learning Difficulties, vol. 22, no. 2

Pages: 95-108

Europe, Switzerland, Western Europe

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Abstract/Notes: The main purpose of this study was to examine whether the age at which children start to learn to read affects their later progress. The study was conducted in Zürich, Switzerland, and compared a first grade class in a local school with two first grade classes in a Montessori school. It was found that although the Montessori children had an advantage over the local children in alphabet knowledge at entry to Grade 1, this was not translated into a significant advantage at the end of Grade 1 in either phonemic awareness or reading ability. Further analysis revealed that pretest alphabet knowledge for the whole group was significantly related to progress. In addition, scatterplots showed that some children started school with high levels of alphabet knowledge but did not make progress, indicating that alphabet knowledge is necessary for literacy progress but not sufficient.

Language: English

DOI: 10.1080/19404158.2017.1399913

ISSN: 1940-4158, 1940-4166

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